EDITORIAL
1
July - September 2026
J Gandhara Med Dent Sci
How to cite this editorial
Qazi MA. Leadership or Control? A Barrier to Student-Centered Learning
in Pakistan’s Health Professions Education. J Gandhara Med Dent
Sci.2026;13(3):1-2.https://doi.org/10.37762/jgmds.13-3.930
Muhammad Abdullah Qazi
Assistant Professor of Medical Education,
Women Medical and Dental College, Abbottabad
maqazi@wdc.edu.pk
:
:
Health Professions Education has evolved substantially over the past three to four decades, particularly following
the introduction of the SPICES Model (1984) by Ronald Harden (see gure 1).
1
This marked a major shift from
teacher-centered approaches to student-centered learning, with an increased emphasis on the student’s abilities,
needs, learning styles, and interests rather than those of the teacher.
2
On the other hand, the teachers’ role is not
limited to just an “information provider”, but also a facilitator, a role model, a planner, an assessor, and a resource
developer.
2
The successful implementation of student-centered educational frameworks depends not only on
curriculum design, but also on leadership practices that shape educational culture.
Health professions education is undergoing another signicant transformation with the integration of global
Articial Intelligence (AI). Emerging AI applications in health professions education across learning and teaching,
clinical practice, research, and educational leadership are reshaping institutional expectations and educational roles.
3
The integration of AI further challenges traditional leadership styles, as eective use of AI in education requires
adaptability, trust, experimentation, and learner autonomy. The culture of health professions education in Pakistan
is predominantly characterized by authoritarian practices.
4
However, the country appears to be in a transitory phase,
with health professions leaders, educationists, and educators demonstrating a spectrum of leadership styles ranging
from authoritarian to transformational, often exhibiting hybrid characteristics.
4,5
The problem with the predominant
authoritarian leadership style is its fundamental incompatibility with student-centered learning, which relies on
psychological safety, collaboration, and learner autonomy.
2,6
What exactly is at stake if authoritarian leadership
persists? Learner autonomy, psychological safety, faculty engagement, and the sustainability of student-centered
educational reform. Authoritarian leadership relies on compliance and hierarchy to manage educational
environments, emphasizing centralized authority and control and often limiting autonomy and participation.
5
In
educational settings, authoritarian practices tend to produce passive learners and foster a fear of making mistakes.
Persistent authoritarian leadership can limit educational reform, learner development, innovation, and faculty
engagement. In contrast, transformational leadership emphasizes facilitation, collaboration, critical thinking, and
partnership. Transformational leadership supports the development of active and reective learners by empowering,
inspiring, and intellectually stimulating them, encouraging them to work towards shared educational goals.
Transformational leadership can help promote student-centered learning environments and foster collaboration.
5,6
Steps can be taken on multiple levels to reshape educational environments within health professions education in
Pakistan. At a macro level, regulatory authorities need to align national policies with student-centered educational
values. At the institutional level, health professions education institutes should oer periodic leadership
development programs focused on reective practice, communication, eective feedback, facilitation, and change
management.
5,7
Leadership appointments and promotions should be guided by educational leadership competencies
rather than years of service alone. Institutions should also strengthen mentorship processes, promote shared
Figure 1: SPICES Model by Harden (1984)
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LEADERSHIP OR CONTROL? A BARRIER TO STUDENT-CENTERED LEARNING IN
PAKISTAN’S HEALTH PROFESSIONS EDUCATION
2
J Gandhara Med Dent Sci
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July - September 2026
Leadership or Control? A Barrier to Student
decision-making, foster role modeling, support leadership research, and amplify faculty voices.
2,6
At an individual
level, this paper calls on educational leaders, educationists, educators, and learners to critically reect on their own
leadership styles and actively develop characteristics conducive to student-centered approaches. Promoting
transformational leadership and student-centered approaches is not solely the responsibility of those in key
leadership roles. Every leader, educationist, educator, and learner has a role in creating an environment that fosters
collaboration, shared decision-making, student-centered approaches, psychological safety, trust, and learner
autonomy. Re-examining current leadership practices is key to achieving student-centered educational reform in
Pakistan.
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